Teachers’ narratives on length of service and its influence on instructional strategies, classroom management and student engagement in inclusive environment

This study explored the experiences, perceptions, and instructional practices of Filipino and foreign teachers in inclusive classrooms, with particular focus on the influence of length of service. Using a qualitative research design, semi-structured interviews were conducted with ten teachers of varying career stages, from novice educators to veterans with over 25 years of teaching experience. The study sought to examine how teaching experience shapes instructional strategies, classroom management approaches, and professional development needs. Findings revealed that the length of service significantly affects teachers’ adaptability, confidence, and decision-making in inclusive settings. Veteran teachers emphasized the integration of traditional and modern methods, small-group instruction, individualized education plans, and proactive classroom management techniques. Conversely, early-career teachers focused more on procedural rules, maintaining authority, and following prescribed strategies. Minority perspectives highlighted the value of relational, nurturing approaches, as well as self-directed learning and peer collaboration over formal training programs. Challenges faced by teachers included managing diverse learner needs, language barriers, cultural differences, and time constraints. Participants emphasized the significance of professional development programs, particularly those incorporating hands-on workshops, mentorship, and student-centered practices. Based on these findings, the study recommends tailored training programs that balance formal instruction with experiential learning, peer collaboration, and opportunities for reflective practice. This research contributes to a deeper understanding of how teachers’ professional backgrounds and career trajectories influence inclusive pedagogy, classroom management, and student engagement. Insights from the study inform policy, teacher training initiatives, and mentoring programs, ultimately supporting the enhancement of instructional quality and inclusive education outcomes.